Investigating Pre-Service English Language Teachers’ Understanding of Critical

Thinking in Teaching as a Foreign Language

Lecturer: M. Shabir, M.Pd

This paper is prepared to meet the assignments of the course Quantitative and Qualitative
Research in Language Education

Created by:

Denara Shavinka

221102012547

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
IBN KHALDUN UNIVERSITY BOGOR
2024
 CHAPTER I

INTRODUCTION

1.1 Background of the study

Critical thinking (CT) has long been acknowledged as an essential skill in
educational contexts, including language teaching. In the context of Teaching English as a
Foreign Language (TEFL), the integration of CT is viewed as an effective way to enhance
students' engagement, problem-solving abilities, and autonomy (Paul & Elder, 2005).
While there is growing recognition of CT’s importance in the language classroom, many
pre-service teachers those who are training to become teachers are often inadequately
prepared to apply critical thinking strategies in their teaching practices. Investigating pre-
service teachers’ understanding of critical thinking, especially within the realm of TEFL,
can provide insights into the challenges they face and the potential strategies for
improving their readiness for the classroom.
In recent years, the focus on critical thinking in language education has become
more pronounced, driven by the recognition that language learning goes beyond acquiring
grammatical knowledge and vocabulary. Instead, it emphasizes the ability to think
critically about language use and cultural contexts (Facione, 1989). Critical thinking
involves higher-order cognitive skills, such as analysis, evaluation, and synthesis, which
are essential for students to navigate complex, real-world situations in a foreign language.
As such, pre-service English language teachers must develop a robust understanding of
CT in order to foster these skills in their future students.
Despite the emphasis on CT in teacher education programs, studies show that
many pre-service English language teachers often possess limited knowledge and
application of critical thinking frameworks (Ku, 2009) cited by (Liu et al., 2014). This
lack of awareness may stem from traditional teacher training models that prioritize
pedagogical methods and content knowledge over the development of reflective and
analytical teaching practices. Therefore, it is crucial to explore how pre-service teachers
perceive CT, their ability to integrate it into their teaching, and the obstacles they
encounter in doing so.
In addition, there are various models of critical thinking that can inform teaching
practices, such as those proposed by (Ennis, 2011). These frameworks offer structured
approaches to understanding and teaching critical thinking, yet the translation of these
 theoretical models into practical classroom strategies can be challenging for novice
teachers. For pre-service teachers, the task of understanding the theoretical aspects of CT
and effectively applying them in classroom settings requires specialized training and
guidance, which is often absent or underemphasized in many teacher preparation
programs.
A deeper understanding of how pre-service teachers conceptualize critical
thinking within the context of TEFL can also shed light on the ways they approach
language instruction. The integration of critical thinking in foreign language teaching
enhances students' cognitive abilities and encourages deeper learning processes.
Furthermore, understanding how pre-service teachers' perceptions of CT evolve
throughout their training could inform curriculum reforms aimed at better preparing them
to implement critical thinking strategies in their future classrooms.
This study aims to bridge the gap between theoretical discussions of CT and its
practical application in TEFL. By investigating pre-service English language teachers’
understanding of critical thinking, this research seeks to identify the extent to which
teacher training programs equip them with the necessary tools to foster critical thinking in
their students. The findings of this study could provide valuable insights for curriculum
developers, policymakers, and educators striving to improve the quality of language
teaching and learning in an increasingly globalized world.
1.2 Research Questions
To fill the gap of research, this research aimed to address two research
queations:
1. How do the pre-service English teachers implement critical thinking in their teaching
of english as a foreign language?
2. What are the challenges do the teachers encounter in implementing critical thinking
instruction?
1.3 Purpose of Study
Related to the problem above, this research has two purposes of research in
Investigating Pre-Service English Language Teachers’ Understanding of Critical
Thinking in Teaching as a Foreign Language.
1. To explore how the pre-service English teachers implement critical thinking in their
teaching of english as a foreign language.
2. To investigate the challenges do the teachers encounter in implementing critical
thinking instruction.
 CHAPTER II

LITERATURE REVIEW

2.1 Pre-service English Language Teachers

There are a lot of theories discussing the definition of pre-service english
language teachers.
2.1.1 Definition
Pre-service English language teachers are individuals currently
undergoing teacher education programs, preparing to embark on a
career in English language teaching (Chand et al., 2022) that he was
cited from (Zhang & Wang, 2023a). During this formative period,
they actively acquire the essential knowledge, skills, and dispositions
necessary to effectively instruct English language learners.
A well-structured teacher preparation program, as advocated by
Debski (2006) and McNeil (2013) that he was cited from (Zhang &
Wang, 2023b), should equip PETs with the ability to seamlessly
integrate technology tools and content-rich activities into their
instructional strategies, catering to diverse learning objectives. This
necessitates a comprehensive understanding of both pedagogical and
content knowledge, as well as a strong foundation in technology-
related skills. Such a multifaceted approach is crucial for fostering the
professional development of pre-service English language teachers and
empowering them to become highly effective educators.

2.1.2 Developing Teaching Professional Competencies for Pre-Service

Teachers
The development of professional competence in teaching
English among pre-service teachers is essential to ensure they possess
the necessary skills and knowledge to thrive in their teaching roles
(Bowo Saputro et al., n.d.). Professional competence varies by field,
but typically refers to a person's ability to Perform their professional
obligations and responsibilities efficiently. Mulder (2014) that he was
cited from (Van Ooyik et al., 2021) defines sustained performance as
 the ability to solve problems, innovate, and revolutionize a certain
domain.
In teaching, professional competence differs from teacher
competency. According to Toshboeva (2015) that he was cited from
(Van Ooyik et al., 2021), a teacher's professional competency includes
subject matter knowledge, standard competencies, curriculum
comprehension, instructional concepts and methods, and the ability to
apply scientific ideas in real-life situations. Effective teaching requires
teachers to have a thorough understanding of the content being taught.
2.2 Critical Thinking in Teaching English
To get more detailed information about the critical thinking in teaching
english, this section discusses about definition and How to Teach Critical Thinking in
the English Classroom
2.2.1 Definition
Critical thinking is an essential survival skill necessary for
navigating through life (Johanson, 2010, as cited in Allamnakhrah,
2013, p. 1) that he was cited from (Khalid et al., 2021) . According to
Saleh (2019) as quoted in the article by (Yazidi, n.d.-a) that critical
thinking is relevant to all types of knowledge and involves learners
actively participating in constructing knowledge by engaging in deep
reflection and thoughtful analysis. Students need to develop the ability
to think critically and logically. However, inconsistent teaching of
critical thinking strategies has led to the challenges observed today.
Furthermore, Choy and Cheah (2009) that he was cited from (Yazidi,
n.d.-a) observed that teachers' perceptions of critical thinking skills are
influenced by their belief that students cannot independently engage in
critical thinking, a challenge further exacerbated by students' lack of
interest or enthusiasm in participating in class discussions as a teaching
method.
Critical thinking is a very important skill for navigating life, as
it allows individuals to engage deeply with knowledge through
reflection and analysis. Although applicable across a wide range of
knowledge areas, fostering critical thinking faces challenges in
educational settings. Teachers often feel that students struggle to think
 critically independently, a belief that is compounded by students' lack
of enthusiasm to actively participate in discussions. Overcoming these
challenges is crucial to developing critical thinking as a core
competency in students.
2.2.2 Strategies to Teach Critical Thinking in English Classroom
According to (Yazidi, n.d.-b) the strategies for promoting
critical thinking in the classroom. These strategies include Socratic
questioning, collaborative learning, inquiry-based learning, concept
mapping, problem-based learning, and argument mapping as follows:
1. Socratic Questioning
Socratic questioning is employed to foster critical
thinking by posing a set of questions that challenge
assumptions, clarify ideas, and reveal evidence. Socrates can
assist students in developing their critical thinking skills by
encouraging them to scrutinize the assumptions, biases, and
consequences of their own arguments and those of their peers
(Copeland, 2005) that he was cited from (Yazidi, n.d.-a).
Teachers can utilize the Socratic to guide classroom discussions
by posing open-ended questions that encourage students to
reflect on their thought processes and reasoning.
2. Collaborative Learning
Collaborative learning is an instructional method where
students work in small groups or pairs to tackle problems,
complete tasks, or discuss concepts. This approach is especially
beneficial for enhancing critical thinking skills, as it allows
students to actively engage in learning, share ideas, and
challenge one another's viewpoints (Gokhale, 1995) that he was
cited from (Yazidi, n.d.-a).
- Inquiry-Based Learning (IBL)
Inquiry-based learning (IBL) is a teaching approach
where students actively participate in their learning by
asking questions, researching and exploring information,
and forming their own understanding. This method
enhances critical thinking by prompting students to think
 critically, analyze data, and make conclusions supported by
evidence.
- Concept Mapping
Concept mapping is a visual technique that assists
students in organizing and representing knowledge in a
meaningful manner. Creating a concept map involves
critical thinking skills like analyzing, synthesizing, and
evaluating information. By utilizing concept maps, students
are prompted to link new information with their existing
knowledge, fostering a deeper understanding of complex
concepts, which can, in turn, enhance their critical thinking
abilities.
- Problem-Based Learning
Problem-based learning (PBL) is a teaching
approach where students collaborate to address real-world
problems. Research has shown that PBL enhances critical
thinking skills by offering students the chance to analyze
complex issues, assess evidence, and formulate and justify
arguments supported by evidence.
- Argument Mapping
Argument mapping is a visual tool that illustrates
the structure of an argument, helping to assess its logical
validity. By utilizing argument mapping, students can
identify the assumptions behind an argument and evaluate
the evidence supporting a claim, which ultimately enhances
their critical thinking skills.
Fostering critical thinking in the classroom is essential for student
development and can be achieved through a variety of strategies. Techniques
such as Socratic questioning, collaborative learning, inquiry-based learning,
concept mapping, problem-based learning and argument mapping all
encourage students to engage deeply with the material, critically analyze
information and reflect on their thought processes. Despite challenges such as
students' reluctance to participate and teachers' doubts about students'
independent thinking abilities, the implementation of these strategies can help
 overcome these barriers and encourage the development of critical thinking as
an essential skill for students' academic and personal growth.
2.3 Foreign Language
This section discusses about definition and Effective Strategies for Learning a
Foreign Language.
2.3.1 Definition
According to Kridalaksana in the Dictionary of Linguistics
(2001:21) he was cited from (Teori Deskripsi Teoritik &
Pembelajaran Bahasa Asing, n.d.), that a foreign language is a
language mastered by a linguist, usually through formal education, and
socioculturally not considered as one's own language. This foreign
language is learned not as part of one's cultural identity, but rather as
knowledge or skills acquired through the learning process.
Meanwhile, according to Saville-Troike cited by Baihaqie
(2009:13) he was cited from(Teori Deskripsi Teoritik &
Pembelajaran Bahasa Asing, n.d.), that a foreign language is a
language that is not widely used in the learner's daily environment. It is
usually learned for future purposes, such as travel or cross-cultural
communication, or as a compulsory or optional subject at school, but
without pressing practical needs in daily life.
To support students in learning English as a foreign language, teachers
can implement effective teaching strategies that are tailored to students'
learning styles. This strategy is designed to help teachers create an interesting
and effective learning environment, so that students do not feel bored (Hayati,
et al., 2021) he was cited from (Saragih et al., n.d.). This study investigates
teachers' strategies in teaching English as a foreign language.
2.3.2 Strategies to Teach as A Foreign Language
Schneider (2023) he was cited from (Saragih et al., n.d.) states
several strategies for teaching English as a foreign language, including:
- Focus On Academic Language, Literacy, and
Vocabulary
Developing language fluency requires fundamental
skills such as reading, writing, and vocabulary practice.
However, these alone may not guarantee effective
 communication in academic contexts. Even fluent English
speakers can face difficulties expressing their ideas without
the right vocabulary and expressions. Therefore, teaching
students academic language, which includes the ability to
discuss and link ideas, is essential. While some learners
may naturally develop this skill, others need additional
support. This can be provided through semi-structured
small group discussions, the use of visuals, journaling, and
offering instruction in their native language when possible.
- Link Background Knowledge and Culture to Learning
Extensive research shows that students perform
better academically when teachers incorporate their cultural
backgrounds and knowledge into the classroom. By
acknowledging and reflecting students' identities, educators
can foster engagement and success. Additionally, creating a
safe space where students can express themselves and learn
from one another enhances social-emotional learning for
the whole class. To achieve this, educators should use
various strategies, such as understanding their students'
backgrounds, using relevant examples from their lives,
showcasing their cultures through art, music, and literature,
promoting storytelling through different mediums, and
allowing the use of native language translation apps.
- Increase Comprehensible Input and :anguage Output
The process of language acquisition for English
language learners involves both input and output. To
enhance their language skills, students must have chances
to produce language and receive feedback. To increase
comprehensible input, techniques such as reading aloud,
using visual aids, and adding captions to videos can be
helpful. For a deeper understanding, learners should be
encouraged to discuss what they are learning. Strategies to
promote language output include offering numerous
opportunities for collaboration and asking open-ended
 questions. Furthermore, providing daily low-stakes writing
tasks across various content areas can also be advantageous.
- Promote Classroom Interaction
When teaching English language learners, it's
crucial to create an environment that encourages interaction
in the language they are learning. This helps accelerate the
development of their vocabulary, grammar, and
pronunciation. Schneider (2023) he was cited from (Saragih
et al., n.d.)suggests that teachers should model and promote
the use of academic language to help students engage more
effectively with each other. This can be done through
question prompts and structured classroom activities with
specific goals. Examples of such activities include Think-
pair-share, Carousel or gallery walks, Book clubs, and
Student interviews. While there are many other options to
explore, these are excellent starting points.
- Stimulate Higher-Order Thinking Skills
Enhancing cognitive abilities to include higher-
order thinking skills (HOTS) goes beyond simple
memorization and understanding of concepts. The highest
level of learning is achieved through the mastery of HOTS,
allowing individuals to think independently and creatively.
Effective strategies for teaching English as a foreign language involve
a comprehensive approach that addresses various aspects of language learning.
By focusing on academic language, literacy and vocabulary, connecting
background knowledge and culture, and increasing comprehensible language
input and output, teachers can significantly improve students' language
acquisition. In addition, encouraging classroom interaction and stimulating
higher-order thinking skills (HOTS) are essential to promote deeper
understanding and independent thinking. These strategies, if implemented
wisely, can create an engaging and supportive learning environment that helps
students develop the skills necessary for successful communication in English.

2.4 Previous Studies

 Some research related to the use of song in Investigating Pre-Service English
Language Teachers’ Understanding of critical Thinking in Teaching English as a
Foreign Language were carried out by several previous researchers, as follows:
First, an article titled “Unveiling the Obstacles: Pre-service Teachers'
Perceptions and Challenges in Promoting Critical Thinking in EFL Context” by
(Rosi et al., 2024). The study aimed to investigate pre-service English language
teachers' perceptions and challenges in promoting critical thinking (CT) within the
context of English as a Foreign Language (EFL). Specifically, it seeks to explore how
these teachers understand CT, identify the obstacles they face in implementing CT-
based approaches, and propose potential strategies to overcome these challenges. The
study aims to contribute to the knowledge base by addressing the gap in research
about pre-service teachers' experiences with CT, particularly in the Indonesian EFL
context. The study used descriptive quantitive. The data were collected through an
online survey of 25 pre service language teachers in 7th semester of ELE program in a
university. Based on the research findings and discussions, it is concluded that pre-
service teachers have a solid conceptual understanding of learning through critical
thinking (CT) and believe that this approach effectively enhances students' critical
thinking skills.
Second, an article titled “Chinese pre-service teachers’ cognitions about
cultivating critical thinking in teaching English as a foreign language” by (Ma &
Luo, 2021). this research aimed to provide a better understanding of and deeper
insight into how Chinese pre-service teachers view integrating critical thinking in
TEFL, which may contribute to the theory about foreign language teachers’ learning-
to-teach and its practices, and enrich the activities that teacher educators and pre-
service teachers participate in foreign language teacher education programmes. The
participants in the second study were 24 Chinese pre-service English as a Foreign
Language (EFL) teachers from three normal universities in China. They were senior
undergraduates enrolled in a 4-year bachelor's degree program, preparing to teach
English in primary or lower secondary schools. Their ages averaged 22.42 years, and
most had informal teaching experience such as tutoring. The study used a qualitative
study employing semi-structured interviews and classroom observations was
conducted to explore Chinese pre-service teachers’ perceptions of incorporating
critical thinking into teaching English as a foreign language (TEFL). Sociocultural
theory served as a framework for examining the factors influencing their perceptions.
The findings indicated that while Chinese pre-service teachers possess a partial
understanding of the concept of critical thinking, some misconceptions persist.
Despite facing various challenges, they expressed a willingness to integrate critical
thinking into their TEFL practices.
Third, an article titled “An Investigation Of Critical Thinking Skills Of Pre-
Service English Teachers In The Context Of Phonological Acquisition” by (Rima &
Muhyidin, 2023). This study was to investigate the critical thinking abilities of pre-
service English teachers in the context of phonological acquisition. The present study
employed a quantitative descriptive approach, which included a sample of 25 pre-
service English teachers in the sixth semester at the Teachers Training Faculty in
Serang, Banten. The research employed a critical thinking skill assessment instrument
with essay question formats, which aligned with Ennis' five indications of critical
thinking skills. The findings indicated that the critical thinking abilities of pre-service
English teachers were classified as low to moderate across the five parameters. There
is a need for enhancement in the realm of lecture activities in order to foster the
development of critical thinking abilities among pre-service English teachers.
The explanations above prove the advantages of Pre-service English Teachers'
Understanding of Critical Thinking in Teaching English as a Foreign Language.
Previous studies have explored various aspects, such as pre-service teachers'
perceptions, challenges in implementing critical thinking, and the development of
critical thinking skills in specific contexts such as phonological acquisition. However,
the current study aims to complement these previous studies by focusing on pre-
service English teachers' understanding of critical thinking in English language
teaching. While previous studies have mainly examined general perceptions and
specific skill applications, this study engages pre-service students to explore their
perspectives and practices in fostering critical thinking in English language teaching.
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

This study used a case-study research design and a qualitative technique.
"Qualitative research is a method for exploring and understanding the meanings
perceived by several individuals or groups of people that derive from social or
humanitarian issues" (Creswell, (2010) as cited by (Nur et al., 2017) . In the meantime,
the present study employed a case study research design, which is a qualitative
methodology to examine some people's impressions from interviews and
questionnaires. This is consistent with the theory of Creswell (2013) as cited by (Nur
et al., 2017), who defined case-study research as a qualitative methodology in which
the researcher gathers copious amounts of detailed information from various sources,
including documents, audiovisual materials, interviews, and observations, in order to
analyse one or more finite contemporary systems (cases) in real life over time.
3.2 Research Settings and Participants
The study will be conducted at a university located in Bogor. The participants
are seventh semester students from the English education study program, Faculty of
Teacher Training and Education, consisting of 10 students (5 males and 5 females) in
the 2021 academic year. The researcher took place at the university because the
English education study program at the university has been accredited as superior.
3.3 Data Collection
To get the data about Investigating Pre-Service English Language Teachers’
Understanding of Critical Thinking in Teaching as a Foreign Language, there were
two instruments used: close-ended questionnaire and interview guideline.
3.3.1 Questionnare
The questionnaire is the first instrument used for this research. A
questionnaire is a research tool used to collect data from respondents that
consists of a list of questions along with other prompts (Abawi, n.d.). Its
primary goal is to acquire information from a large number of participants and
to systematically collect data on pre-service english teachers' understanding of
critical thinking in teaching english as a foreign language. Google Forms was
used to distribute the questionnaire for this study, which consisted of a number
 of closed-ended questions that participants had to respond to in a particular
manner. The questionnaire mostly had two alternative answers ('Yes' or 'No')
in order to collect direct and unambiguous data, particularly for
straightforward questions that were not looking for more intricate distinctions.
3.3.2 Interview
Interviews are one of the most important data collection techniques.
According to (Kerlinger, 1992) a cited by (Devi et al., 2022) an interview is a
face-to-face interpersonal encounter in which one person (the interviewer)
asks several questions of the interviewee to obtain answers to the research
problem of pre-service English teachers' understanding of critical thinking in
teaching English as a foreign language. Through this method, both
participants' linguistic expressions and relevant content data can be obtained.
The latter method aimed to collect biographical and contextualizing
information, in addition to participants' opinions, values, and attitudes towards
critical thinking and its role in English language teaching. Self-reported data,
in which participants evaluate and reflect on their own teaching beliefs and
practices, is an important form of data collection, as will be discussed later.
Interviews will be conducted using a semi-structured format with 10 pre-
service English teachers, selected by the researcher based on the answers from
the previous questionnaire.
3.4 Data Analysis
3.4.1 Qualitative Data Analysis
Analyzing qualitative data involves identifying trends, themes, and
insights within non-numerical information. It is used to gain a deeper
understanding of social phenomena, complex human behaviors, and personal
experiences. This process delves into non-numerical data such as text, audio,
and images to uncover patterns, themes, and meaningful interpretations of
social and human dynamics. It typically begins with meticulous data
preparation, which may involve organizing and reviewing collected
information. Examples include transcribing interviews, arranging records, or
repeatedly examining the material to build familiarity.
3.4.2 Quantitative Data Analysis
Quantitative data analysis involves systematically examining and
interpreting numerical data to identify patterns, trends, and relationships
between variables. By applying mathematical and statistical methods, raw data
is transformed into meaningful insights. The process typically begins with data
collection, which can be carried out through various methods such as surveys,
experiments, observations, or accessing databases. Further analysis often
includes inferential statistics, which allow conclusions about a larger
population to be drawn based on a sample of the data.
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